PS221 Adolescent Psychology

for F2G 2009

Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Educational Philosophy: The facilitator's educational philosophy is one of interactiveness based upon lectures, videos, dialogues, examinations and internet/web sities. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

Demonstrate high quality written and/or oral communication skills through interaction with other students and the instructor utilizing the terms and concepts of adolescent psychology. (Program Competency 4 & 7)

Explain why the study and understanding of adolescent development has value for one's personal use. (Program Competency 8)

This assignment will give you the opportunity to research, analyze, and evaluate a program that has been designed to either prevent adolescent problems or enhance adolescent development. You will apply the theories and concepts you have learned throughout the term to this evaluation. You will use various sources of information including empirical articles, and the Internet. The paper will be formatted in APA style, double-spaced and 6-9 pages in length (1- inch margins, 12-point font) excluding title page, references, and appendices. The questions posed below are suggestions and should be used as a guide to your writing – substitutions and additions are welcome.

The paper should include the following sections:

I. Introduction to the paper

II. Describe the program you have chose for analysis in detail – include:

The context of delivery,

The population that it services (specific attention to cultural relevance),

The type of funding the program receives,

The goals of the program, etc.

III. Background on why this program is important for adolescent development.

What theories apply to this topic?

What concepts apply to this topic?

What developmental tasks does this program address?

What are the cultural implications of this issue?

How does this program help adolescents develop in healthy ways?

IV. Empirical research on this program and similar programs

What studies have been done on this program if any?

What studies have been done on similar programs?

What studies say about how this type of program should be set up, etc.?

V. Your own evaluation of this program

What are the strengths of this program?

What are the weaknesses of this program?

How would you change this program to better service the needs of adolescents?

Late Submission of Course Materials: This instructor will not accept assignments late. There are expectations to this rule, that will be worked through with this instructor and the student.

Classroom Rules of Conduct: Computers make writing and revising much easier and more productive, hence computers will be allowed in this class.This class will provide an environment for the safe exchange of ideas, contradictions and issues .

Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".

A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Rubric

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Terminology Outcomes

Accurately uses 5 or more adolescent psychology concepts

Accurately uses 4 adolescent psychology concepts

Accurately uses 1-3 adolescent psychology concepts

Uses no adolescent psychology terms accurately

Program description Outcomes

Describes program using 3 or more explicit statements.

Describes program using 2 explicit statements

Describes program using 1 explicit statement

Either does not describe program, or description is incoherent and NOT understandable

Application Outcomes

Correctly applies 3 or more relevant theories

Correctly applies 2 relevant theories

Correctly applies 1 relevant theory

Correctly applies 0 relevant theories

Analysis Outcomes

Cites 3 research articles and shows how the findings support the conclusions in the paper

Cites 2 research articles and shows how the findings support the conclusions in the paper

Cites 1 research articles and shows how the findings support the conclusions in the paper

Fails to provide any evidence from research articles

Evaluation Outcomes

Offers a critique of the program including more than 3 strengths and more than 3 weaknesses

Offers a critique of the program including 2 strengths and 2 weaknesses

Offers a critique of the program including 1 strength and 1 weakness

Offers NO reasonable critic of the program

Synthesis Outcomes

Integrates information from relevant sources to form a coherent evaluative statement about the program/topic; offering more than 2 suggestions for improvement to program

Integrates information from relevant sources to form a coherent evaluative statement about the program/topic; offering more 2 suggestions for improvement to program

Integration of information from relevant sources to form an evaluative statement about the program/topic is either not relevant or is incoherent

No evidence of integration of information OR no evidence of an evaluative statement about the program/topic

Technical Writing Outcomes

Student uses APA style throughout the paper with fewer than 3 errors

Student uses APA style throughout the paper with 4-6 errors

Student uses APA style but has 7 or more errors

Student fails to use APA style

Sources Outcomes

Cites more than 6 relevant sources; 3 of which are peer-reviewed, scholarly sources

Cites 5 or 6 relevant sources; 2 of which are peer-reviewed, scholarly sources

Cites 4 relevant sources; 1 of which is a peer-reviewed, scholarly sources

Cites fewer than 4 relevant sources

Composition Outcomes

Paper has fewer than 2 grammatical errors and is organized and readable.

Paper has 1 or 2 grammatical errors and is organized and readable

Paper 3 or more grammatical errors or is not organized and readable

Paper has 4 or more grammatical errors or shows little evidence of organization or readability

Component Outcomes

Paper length is 9 or more pages (title and reference pages are additional)

Paper length is 6-8 pages (title and reference pages are additional)

Paper length is 4-6 pages (title and reference pages are additional)

Paper length is less than 4 pages (title and reference pages are additional)

Other Literacies-Cultural Implications Outcomes

Integrates 2 or more relevant cultural implications

Integrates 1 relevant cultural implication

Mentions only irrelevant cultural implications

No mention of cultural implications

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